From a seat in the rear of the room, observe your students and take notes on what they are doing while the teacher is presenting in the front of the room, while they are supposed to be doing seatwork, and/or when they are working in the lab. Look closely at each student for a range of behaviors, and resist the temptation on only see what you expect. Note especially what is happening furthest from the teacher. What strategies are used by your teacher to encourage students to attend and engage?
How important is student engagement to your view of how you will teach? What strategies will you employ to encourage student engagement?
Observations:
Observing from the back of the classroom was limited as Ms. Derix does not typically reside at the front of the class, and when she does it is typically only for a few minutes to make note of something for the students. During her walking back and forth in the room however I observed the students furthest from her as well as the small amount of time she spent in the front or back of the room (the class is set up in both directions). There was a small amount of distracted talking, which may last a few minutes but never seemed to go on for more than 8-10 minutes. Most of the talk which I did overhear was about the assignment/topic including clarifications and repetitions of directions and such. When off-task behavior is seen by Ms. Derix she typically asks a clarifying question to that student, or gives a reminder of what should be going on. The distractions today center on the ecocolumns that the students are using on their tables, yet this is a part of the lesson and they need them to do their work as well. If a student responds to Ms. Derix saying something about what was going on in the ecocolumn then she reminds them to take note of the observation but that this is not the time to discuss them. Reminders of what they should be doing are frequent yet seem to be needed as the distraction on the table is a part of this lesson.
Reflections:
Student interest is key to them being able to build their own knowledge and I would hope to cultivate an atmosphere where they were able to questions, observe, and discover their own knowledge as much as possible. However, when I need ther attention I hope to have a respectful environment set up where they realize that if I am talking in front of the class, or ask a particular task to be done that they will honor that. As this isn't always the case because it is the real world we are teaching in, by questioning and guiding students to the task I hope to keep them engaged. Off-task behavior is happening for a reason and I hoope to keep this in mind as it occurs. If their is an undercurrent of a problem I hope to have the trust of the students to come to me, but if it is simply a dislike of the topic I will try to find another direct or manner or presentation that may be better for those students.
Class Topic: Terrarium
Grade: 6
Observed by: Mary Ackerman
How important is student engagement to your view of how you will teach? What strategies will you employ to encourage student engagement?
Observations:
Observing from the back of the classroom was limited as Ms. Derix does not typically reside at the front of the class, and when she does it is typically only for a few minutes to make note of something for the students. During her walking back and forth in the room however I observed the students furthest from her as well as the small amount of time she spent in the front or back of the room (the class is set up in both directions). There was a small amount of distracted talking, which may last a few minutes but never seemed to go on for more than 8-10 minutes. Most of the talk which I did overhear was about the assignment/topic including clarifications and repetitions of directions and such. When off-task behavior is seen by Ms. Derix she typically asks a clarifying question to that student, or gives a reminder of what should be going on. The distractions today center on the ecocolumns that the students are using on their tables, yet this is a part of the lesson and they need them to do their work as well. If a student responds to Ms. Derix saying something about what was going on in the ecocolumn then she reminds them to take note of the observation but that this is not the time to discuss them. Reminders of what they should be doing are frequent yet seem to be needed as the distraction on the table is a part of this lesson.Reflections:
Student interest is key to them being able to build their own knowledge and I would hope to cultivate an atmosphere where they were able to questions, observe, and discover their own knowledge as much as possible. However, when I need ther attention I hope to have a respectful environment set up where they realize that if I am talking in front of the class, or ask a particular task to be done that they will honor that. As this isn't always the case because it is the real world we are teaching in, by questioning and guiding students to the task I hope to keep them engaged. Off-task behavior is happening for a reason and I hoope to keep this in mind as it occurs. If their is an undercurrent of a problem I hope to have the trust of the students to come to me, but if it is simply a dislike of the topic I will try to find another direct or manner or presentation that may be better for those students.Class Topic: Terrarium
Grade: 6
Observed by: Mary Ackerman